|A DAY IN THE LIFE...||STUDY ABROAD||EXPERIENTIAL LEARNING||HONORS FACULTY||NEWS||PHOTOS|
B.S. (1990) and M.A. (1992) degrees in Geography
Ph.D. (1996) in Geography-Climatology from
My research is focused in physical geography and atmospheric science generally, and in regional and synoptic climatology specifically. I study the influence of atmospheric circulation and disturbances (winds, pressure systems, storms) on weather and climate patterns, and other phenomenon as well. These other phenomena are diverse, and have included subjects such as state voting patterns and the parenting characteristics of sparrows. I would be excited to work with any student that was posing questions about the influence of weather or climate on a topic or issue within their field of study.
Like most people, I suspect, my scholarly interests range much more widely than my training and research emphasis.
My first involvement with the Honors Program was when I became the program director in July, 2006. Since that time I have worked hard to improve the program’s resources and curriculum, its visibility and influence on campus, and its standing within the state and region. I find every aspect of this role rewarding, and I enjoy working with all the groups with which Honors intersects – students, parents, faculty, staff, administrators and alumni.
TYPICAL CLASSES TAUGHT
As the program director, I haven’t had many opportunities to actually teach courses within the program. Each semester, I teach the General Honors 401 seminar, an independent research experience for more senior Honors students. I have also taught an Honors version of my ENVI 110 class.
Fall 2009, I co-taught Climate and Evolution, with Dr. Shawn Phillips. Dr. Phillips is an anthropologist, and he and I looked at how the turbulent climate changes of the last two million years set the stage for the development and rise of primates, and ultimately, humans.
I would advise students: Don’t be afraid, of failure, rejection, criticism, seeming foolish in front of your peers. Many is the student that has sat quietly in a class, done reasonably well, listened carefully, but offered little. Don’t be that student. ANY classroom is only as exciting and as deep as it occupants. Your life, your perspectives, and especially your questions, are not some add- on or bonus feature at this university, they are the lifeblood. I personally teach science classes, where questions are key – there is much to be learned from the questions of students. How you think, how you conceptualize, what are the unknowns to you - surely every faculty member wants to know this, and it surely beats a lecture. So be bold – you won’t be here again, leave your mark on the lives of others.
While being fearless, also be strategic and efficient. Plan your education and learn to manage your time well. All this opportunity and boldness is going to fill your schedule.
And read everything.